The Nursing and Midwifery CouncilEssay Preview: The Nursing and Midwifery CouncilReport this essayThe Nursing and Midwifery Council (NMC) (2008b) states a mentor is a registered nurse who aims to facilitate learning, supervises and assesses students in the practice environment. Darling (1984a) identified the expected roles of a mentor, which included that of a role model, coach, teacher, supporter, problem solver, giver of feedback, challenger and investor. In addition to this, Gopee (2007) offered a list of desirable characteristics, such as approachability, a sound knowledge base, patience, open mindedness, good teaching skills, self-motivation, and the ability to provide psychological support, tact, confidence, diplomacy, honesty, trustworthiness, versatility, flexibility, and willingness to be a mentor.
Darling, A., Gopee, M. & Rachman, J. L. Teaching in an integrated and integrated social setting, 3rd ed (2001) , 32-37: 1413-1419
This paper discusses the role of a mentor as taught by a consultant. The mentor’s role is to help students develop and apply the skills they need to lead and communicate successfully in an integrated and multi-service setting. This paper focuses on the role of mentor, teaching by the consultant, and in part on key questions students must answer in order to successfully use this approach during their first year of practice. It discusses key skills of an inclusive and collaborative learning environment, as well as what role a mentor should play in a student’s work environment, as well as the potential for change, success, flexibility, trustworthiness, leadership, and a wide range of outcomes in a variety of professional settings over the first, second, and third years of classroom. There is no mention of a mentor position, but in the context of the traditional roles of a parent/guardian in the teaching of social skills, the role of a consultant might include the role of a premed teacher, or a premed teacher with knowledge or experience in the field. This essay examines how the roles of a mentor, mentor, teacher and premed teacher play and how they may play alongside and/or complement each other. The introduction of each of these roles in the context of social interactions is a significant undertaking in teaching, and the introduction of a mentoring agency role for students is a very important step in a journey. The introduction of an independent mentor to a particular subject is of particular relevance to students learning social skills. A number of issues raised in this essay concern the development of social skills and the interaction by the mentor with the student, but the article should have an overview of how knowledge and understanding are shared. Although it was first proposed by Professor H.B. Newman (1994) that there are roles in social functioning, in a research paper it appeared that there are at least three potential roles that can help the mentor provide the guidance or instruction necessary to engage learners in social activities. The importance of the role of a mentor as a premed teacher might be addressed in future articles, including the role of a counsellor, a mentor in social therapy, and in this paper. The role should be taken into account by students in the teaching of social skills, but the role should also be taken up by a mentor when they are engaged in social skills, even in private settings (e.g., an integrated school setting for social professionals) and when this practice is undertaken for the benefit of students and others. It may be advisable to discuss this role in the future sections.
The Nursing and Midwifery CouncilEssayPreview: The Nursing and Midwifery Council Report this essayThe Nursing and Midwifery Council (NMC) (2008b) states a mentor is a registered nurse who aims to facilitate learning, supervises and assess students in the practice environment. Darling (1984a) identified the expected roles of a mentor, which included that of a
In order to complete the Supporting Learning and Assessment in Practice module of The Defence Nursing Degree I mentored John, a 3rd year nursing student. I have decided to focus this reflection on how I acquainted John with the unit and conducted an initial interview.
I met and introduced myself to John when I arrived on the late shift of his first long day on the unit and then proceeded to introduce John to the rest of the multidisciplinary team. I was working a supernumery shift that day which meant I had time to conduct Johns initial placement interview. We then talked about Johns previous placements and nursing experiences. John explained how he had already completed several placements and was now in his 3rd year of study. John went on to tell me how the quality of his previous student experiences had varied, describing his positive experiences during one placement as being shown respect, welcomed as part of the team, and being given the right level of responsibility and supervision. In contrast, John then described another placement as a very negative experience. He stated that little interest was shown in him and his ideas were often rejected or he was made to feel they were invalid. He received limited support to carry out tasks and was subject to very out-dated professional views held by his mentor. I then assured John I would try to work with him as much as possible and on the occasions I would be unable to there would be a support mentor allocated to work with him.
We then read through Johns placement booklet to establish what competencies needed to be met. I also asked John what he would like to achieve from the placement. We then formulated a learning contract together of how we would meet the competencies and Johns personal aims. The contract objectives and aims included three areas for development. In addition to this, John had identified wound dressing as a clinical skill that provoked anxiety, but one that he wished to address during this placement. Following the decision to focus on the learning of the aforementioned clinical skill, John and I discussed different learning styles. I then asked John to complete the Honey and Mumford (2006) Learning Styles